ON GEOGRAPHY TEACHING. 329 
Dominions, the United States, or Argentina, which has developed comparatively 
recently under the conditions of modern times. Thirdly, wherever suitable the 
home district, or a district which is within easy reuch and can be visited on 
several occasions, should be studied in considerable detail and by personal investi- 
gation, and the results of the study should be assembled on maps. All three 
types of regional studies should be accompanied by cartographical studies of 
an order comparable with the detail given to their study. 
Geography in Relation to other Subjects of the Curriculum. 
SCIENCE. 
The various forces or phenomena which, as previously stated, may be 
regarded as components whose resultant is the ‘life’ of any region, may in a 
general way be divided into three groups: (i) physical, (ii) biological, and 
(iii) human. Though this division cannot be pressed too far, it serves to indi- 
cate that geography may have important relationships with studies belonging 
to each group. Forced correlation should never be attempted, but such har- 
mony as may reasonably be observed by the simultaneous study of two or more 
subjects should be carefully maintained. The natural and biological sciences, 
applied science, and history, as well as literature, art, and the social sciences, 
often demand or reflect a geographical setting. 
Science in preparatory and secondary schools is taught almost entirely under 
the headings of nature study, experimental science, physics, chemistry, and 
botany—the last-named branch of science being mostly confined to girls’ schools. 
Each of these subjects includes certain facts and principles of essential value 
for the scientific study of geography. (Qn the other hand, syllabuses of the 
chief schoo! examinations in geography prescribe knowledge of instruments 
and phenomena usually dealt with in the ordinary science courses. 
Among the topics which are common to school science (including nature 
study) and geography are the following :— 
Determination of north and south points by observations of the sun and 
Pole Star. 
Annuai changes of the sun’s altitude. 
Phases of the moon in relation to tides. 
The thermometer and its use in determining temperature; temperature 
scales; maximum and minimum thermometers. 
Records of wind in relation to weather. 
The atmosphere and barometric pressure. 
Graphical records of meteorological phenomena. 
Dew, fog, clouds, rain, snow, rain-gauge, ice. 
Water : spring, river, and sea. 
Filtration ; distillation ; solution. 
Change of physical state of water. 
Latent heat ; specific heat. 
Cooling of air by expansion and heating by compression. 
Radiation and absorption of heat. 
Conducticn and convection of heat in relation to winds and ocean currents. 
Factors determining climate. 
It will be obvious, therefore, that a pupil who has been taught to observe 
and describe natural occurrences and phenomena in a nature-study course, 
and has afterwards followed the usual experimental course in physics and 
chemistry, should possess a knowledge of the scientific facts and principles 
required tc understand physical factors of geographical significance. It is 
neither necessary nor desirable that teachers of geography should give instruc- 
tion, as part of the geography course, in what amounts really to a general 
scientific vocabulary. They expect their pupils to have a working knowledge 
of arithmetic and the English language, and may similarly ask for acquaint- 
ance with the rudiments of science. 
In actual school work difficulties arise from two causes. First, there are 
still teachers of geography who have not had a training in science; and next, 
there is often no correlation between the various stages of school courses in 
