ON GEOGRAPHY TEACHING. 337 
It is essential that the student’s studies in the theory of teaching geography 
should be closely asscciated with actual work in school, that he should have 
the opportunity of watching accomplished craftsmen at work goes without 
saying; but it is still more important that he should himself teach under 
expert guidance and criticism in a good secondary school, where, as he feels 
his feet, a definite if small area of responsibility should be assigned to him, 
and where he should be able to take part in geographical expeditions and 
learn, by experience, the practical details of all sides of the art of teaching 
geography. : 
Simultaneously therefore with the new Regulations of the Board of Educa- 
tion and the modifications in school examination syllabuses, there is a steadily 
increasing number of trained geographers leaving the Universities to take up the 
work. The result undoubtedly will be not only a more thorough and scientific 
study of the subject, but a general increase of accurate knowledge of the 
Empire and the rest of the world, which will affect the everyday life of the 
community through its economic and political relationships with other countries. 
APPENDIX I. 
The following syllabus has been drawn up merely to serve as a type course 
based upon the principles enumerated in the Report and having due regard 
to the requirements of schools as indicated in the many syllabuses actually in use 
which the Committee carefully considered. The Committee desires to emphasise 
the fact that this syllabus is of the nature of a suggestion from which all kinds 
of departures and variations are possible according to the special circumstances 
of schools. 
SYLLABUS OF WORK FOR A SCHOOL 
CONTAINING (@) PREPARATORY FORMS (FORMS I. AND 1.); (b) THE NORMAL 
SECONDARY SCHOOL COURSE (FORMS III. TO UPPER V.); (C) ADVANCED COURSE 
(FORM VI.). 
General Principles upon which the Syllabus has been drawn up. 
Tue First Form studies the Homeland from the immediate neighbourhood very 
carefully, the land not seen or known less intensively. The school for which the 
syllabus is drawn up is assumed to be situated near to a large open space, with 
undulating land in a natural condition, so that accurate ideas of geographical 
terms can be taught and a scale formed by which ideas of other areas may be 
built up. Theoretically, one should go slowly from the known of the home 
to the neighbourhood, and work through England and the lands beyond the 
Channel to the more remote and unknown lands of the world. As a matter of 
fact, something of the world at large is known very early, and what is 
beyond the horizon by a few miles is generally as little known as if it were 
thousands of miles away. Thus in the Second Form there is a jump to learn 
of the World as a whole, from the point of view of the homes of its peoples. 
The pupils are now ready to make their first simple regional study of the 
British Isles. 
In the 7’hird Form those boys who have been through the preparatory forms 
meet the new entrants who come from the Elementary Schools, about the age 
of 114 years, as Free Place Scholarship holders. Both sets make a new 
beginning at home by considering the British Isles from many points of view. 
In this year, however, the teacher must be prepared to vary his scheme, and, 
Owing to the varying standards of attainment which he will find among his 
new pupils, may find it necessary to spend perhaps a whole term on the out- 
lines of World Geography. An alternative course in this year might well be a 
simple study of the regional geography of the world, with more detailed refer- 
ence to the British Isles. 
The Americas are considered in the Lower Fourth Form because they 
exemplify points in physical geography which can now be appreciated, and also 
because in North America the European peoples, and especially British people, 
find scope for their surplus population, so that its study naturally follows that 
of the British Isles, 
AA 2 
