ON GEOGRAPHY TEACHING. 333 
supplementary to the ordinary course at any stage. But it is probable that an 
intensive study of the history of geographical discovery should be limited to 
those students whose knowledge of history and geography is adequate to appre- 
ciate both the historical and geographical backgrounds of the subject. 
There is a further course of study, possible probably for students of advanced 
courses and in the Universities, which is definitely a fusion of history and 
geography. For any region, large or small—e.g. England, Wales, the Mediter- 
ranean—if the requisite data are available, the geographies of bygone times may 
be re-created, as they were at the dawn of history and at suitable epochs from 
that time to the present. This application of the sequence of history to the 
geographical evolution of a region may best be called ‘historical geography,’ 
and shows the strongest possible link between geography and history. To all 
intents and purposes the ‘local’ study becomes one of historical geography. 
Regulations Governing the Teaching of Geography in Schools. 
In so far as the subject is concerned, the inclusion in the curriculum is 
governed to a certain degree by the Regulations of the Board of Education. 
The syllabus is often determined by the regulations of the examination for 
which the scholars are being prepared. ‘The following extracts from the 
‘Regulations for Secondary Schools, England, 1922,’ give the essential informa- 
tion relative to geography :— 
CuRRIcuLuM (p. 11). 
Art. 6. ‘ The curriculum (with time-analysis) of the whole school must 
be approved by the Board, and must provide for due continuity of instruc- 
tion in each of the subjects taken, and for an adequate amount of time being 
given to each of these subjects. The Board may require modifications in 
the curriculum or the time-table if a subject is taught which is not of 
educational value, or if the time spent on particular subjects interferes 
with proper instruction in other subjects, or if the time given to any subject 
is insufficient to allow of effective progress being made in it, or for other 
similar reasons.’ 
7. ‘The curriculum must provide instruction in the English Language 
and Literature, at least one Language other than English, Geography, 
History, Mathematics, Science, and Drawing.’ 
PROVISION FOR ADVANCED CouRSEs (p. 19). 
48. (a) ‘The main subjects of study in any such course must be selected 
from one or other of the following groups :— 
A. Science and Mathematics. 
B. Classics. 
C. Modern Studies. 
D. The civilisation (i) of Greece or Rome and (ii) of England or another 
country of Western Europe. 
E. Geography, combined with two other subjects approved by the Board, 
of which at least one must be History or a Science.’ 
(c) ‘In all Advanced Courses adequate provision must be made for the 
study and writing of English by every pupil either in connection with the 
main subjects of the course or otherwise. In other respects full freedom is 
left in the choice and arrangement of additional subjects so long as the 
syllabus . . . for an E Course (provides) for some substantial work in a 
subject or subjects complementary to the main subjects of the Course.’ 
The new position thus defined in Group E above should lead to a revision 
of the ‘Memorandum on Teaching and Organisation in Secondary Schools’ 
(Cire. 826 (1913), Curricula of Secondary Schools) and the ‘ Memorandum on 
-Advanced Courses’ (Circ. 1112, 1919). The former contains the following 
statement :— 
“It is not necessary that separate instruction in both History and Geography 
should be given in all forms. In schools in which the pressure on the time- 
table renders it necessary, a shortened cuurse of Geography terminating at the 
age of fourteen or fifteen may be accepted. In this case, however, the course 
