ON GEOGRAPHY TEACHING. 327 
conception of the ‘home’ and of the world, and has been introduced to the use 
of map and globe as a means of localising his ideas. 
Il. Tue Four Years’ Course. 
This period of four (or five) years is the one in which the foundations of 
formal and advanced geographical studies are laid. It is terminated as a rule 
by the School Leaving Examination, which as determined by most examination — 
syllabuses tests a knowledge of the world in general, and of one or more 
important regions in somewhat greater detail. It is obvious that the work 
done, say, at age 12, on any particular area would not be of the character or 
standard required for the examination at the age of 16. Equally obvious 
is it that the whole work for the examination cannot be done in one year. 
Were either of these possible the position of geography in secondary education 
would be seriously prejudiced, and rightly so. 
Experience has shown the possibility of most diverse treatment of the 
subject during these years, but, ignoring for the moment the sequence of study, 
the underlying principles in the teaching of the home district, the British Isles, 
and the world may be set out thus :— 
The ‘Home.’ 
The home district, which includes the whole of the area which can be 
studied on the spot by a whole class, forms the first geographical laboratory in 
which, while the formal study proceeds, observations are made and recorded, 
including the measurement of the length of the day, rainfall, wind direction, 
altitude of the sun, the time of the budding of trees, hay and corn harvest, &c. 
These form the beginnings of the study of the synoptic (weather) chart, one of 
the valuable documents of geographical study. Relief, rivers, soils, villages, 
roads, &c., plotted at first as the study proceeds and always orientated when 
additions are made, lead to the study of the Ordnance Survey maps, and of 
the geological maps in so far as they help the study of the relationship of 
structure to relief and vegetation and of cultivation to the general character 
of soils. The distribution and activities of man are studied in relation to all 
these factors, and the whole is made as far as possible a model for the regional 
study of lands which cannot be visited. 
This home study may be followed either by : 
(i) A descriptive study of the British Isles where the lessons, observations, 
maps, and diagrams of the ‘home’ may readily be applied; or 
(ii) The simple study of general world phenomena for which the local study 
- Beenbiltty of the day and seasons, the climate, &c., forms a suitable intre- 
uction. 
The World. 
The use of the globe and generalised maps of relief, climate, &c., enable 
elementary ideas to be acquired according to the principles already enunciated. 
These world conceptions lead readily to°regional subdivisions, though there 
is much variation in the manner of subdivision. Whether the teacher selects 
for treatment the land-masses iying in an east and west direction (e.g. the 
Southern Continents, North America, and Europe or Eurasia), or in a north 
and south direction (e.g. the Americas, Asia and Australasia, Africa and 
Europe), or in any other order, it is imperative that the order should be thought 
out carefully so that it permits of a proper development of the teaching. The 
aes must not be selected for detailed regional study in haphazard 
ashion. 
Whatever method is adopted the data are supplied largely by generalised 
maps, charts, and diagrams. It is, therefore, an integral part of geographical 
work at this stage to continue the study of the ordnance maps, weather charts, 
and meteorological charts of the great oceans, both as correctives to these 
generalisations and to give proficiency in the expression of geographical know- 
ledge through the notation of geography. 
One important value of geography in education is the opportunity it gives 
to express thought in diagram and sketch no less than in words. 
