372 REPORT— 1897. 



of the schools in England and AVales, and about 95 per cent, of those in 

 Scotland. In England and Wales in 1894-95, 15,250 schools took 

 geography out of 23,027 ; in 1895-96, 15,702 out of 23,075. In Scotland 

 in 1894-95, 2,990 schools out of 3,063 ; in 1895-96, 3,018 out of 3,094 chose 

 geography as a class subject. 



The syllabuses of geography differ in the two countries. (See 

 Appendices I. and III.) 



The English syllabus has not been altered materially since 1885 ; but 

 the pupils no longer need to learn the geography of extra-European 

 countries, except British Possessions and the United States of America. 



Two alternative programmes are permitted by the Education Depart- 

 ment for England aiid Wales. 



Course A differs little from the ordinary programme, but is better in 

 so far as it emphasises the study of climate and of industrial products. 



Course B has nothing about the world as a whole, but home geography 

 is taught in Standard II., and the geography of Asia and Africa in 

 Standard VII. 



A fourth programme is printed for a combined course in history and 

 geography. Geography is taught only in the first four standards — in I., 

 II., and III., the syllabus is the same as in the normal course, but the 

 geography of Europe and Canada and Australia is prescribed for 

 Standard IV. A fifth scheme permits the teaching of geography in 

 Standard IV. and higher standards, when other class subjects have been 

 chosen in lower standards. 



The Scottish syllabus does not differ greatly from the English ones, 

 but includes the ' Geography of the World in Outline.' Only one syllabus 

 is given in the Scottish Code. 



The syllabus for Irish National Schools (Appendix IV.) lays more 

 stress on maps. It is taught in all but the two lowest classes. Physical 

 Geography forms a subject in the science programmes of the fifth and 

 iiigher classes, and may be one of two extra subjects for which results 

 "payments can be claimed. 



The chief fault of these programmes is that while they permit an 

 extension of topographical information they make little provision for an 

 increase of geographical power. In them the more advanced classes in 

 geography learn about distant lands, but do not necessarily progress in 

 their knowledge of geographical principles. This is more important than 

 an accumulation of additional facts, and in many of Her Majesty's 

 Inspectors' reports the lack of this grasp of principles is deplored. 



The reports of Her Majesty's Inspectors of Schools in England and 

 Wales lead us to infer that a gradual, if slow, amelioration is going on 

 in elementary school teaching of geography, but that, while ' the ordinary 

 general facts in the text-books or manuals are generally well got up,' ' the 

 information is often too bookish and not sufficiently practical,' and that 

 ' the want of definite scientific training in some teachers often leads to 

 imperfect or erroneous instruction in the important physical aspects of 

 the subject.' 



In Scotland Dr. Ogilvie reports the ' schools in which mere strings of 

 names and disjointed facts are glibly repeated are getting fewer and 

 further between.' The Scottish inspectors also point out, however, that 

 while sufficient attention is paid to topography, the other more educa- 

 tional and more practical branches of geography are often badly treated. 

 When the geography syllabuses for foreign elementary schools are 



