338 REPORTS ON THE STATE OF SCIENCE, ETC. 
Asia and Australia present entirely new problems to the Fourth Form. The 
boys are now ready to make a more systematic study of climate than has hitherto 
been possible, and it is at this stage that geography can receive considerable 
help from the science lessons. 
In the Fifth Form Africa and Europe are taken, most of the threads can 
be pulled together, the boys can now begin to appreciate what is meant by 
a natural region, and more attention can be given to the economic conditions 
of the modern world. 
Finally, the normal Secondary School closes in Form Upper V., where the 
regional geography of the world is revised and special attention is paid to 
the position of Britain and her Empire among the nations of the modern world. 
At the end of this year the Virst Hxamination is taken. 
Throughout the whole of the work of the forms mentioned above no hard- 
and-fast line is drawn between regional geography and general, including 
physical, geography. There are no separate courses in physical geography, 
map-drawing, or the observation of weather phenomena. The attempt is made 
to take these things as far as possible with particular regions which supply 
good illustrations; to grade the subjects so that they fit into the curriculum 
of the school as a whole (especially nature study, mathematics, and science) 
and the capacity oi the pupils, and to revise continually the general ideas already 
learned when studying fresh regions. 
In the Sixth Form considerable individual work and modified specialisation 
can be introduced with success. 
FORM T. 
Averace Acr, 9} YEARS. 
Two Lessons per week. No homework. 
1. The Homeland. 
(a) Plans (1) of the Geography Room; (2) of the Geography Room, the 
corridor outside the room, and the class-rooms on the other side of the 
corridor ; (3) of the whole school; (4) of the school, playground, and roads and 
railway touching it. Further maps of the district are constructed to introduce 
(i) the routes of the railways and roads close to the school, where they go. 
and where they cross, (ii) the ‘ highlands’ of the open heath and park Jand 
near the school, and the direction of stream-flow. Orientation is emphasised 
throughout. 
(b) The foregoing lead on to the idea of the Thames Basin (or other river 
basin in which the school is situated), the towns in the basin, the hills to north 
and south. 
(c) Great Britain very generally. The highlands in the North (Scotland) 
and West (Wales); the seas round it; a few selected towns. 
2. Other Lands: Mountains, Plains, Coastlands. 
Other Climates : Cold and Wet, Hot and Dry, Hot and Wet. 
Other Vegetations : Deserts, Forests, Grasslands. 
Maps are made (i) of known areas, to explain and accustom the pupils to 
the ideas of mapping, and (ii) of unknown areas, to teach further ideas; but 
there is no abrupt break: the maps merely decrease in scale. Other lands, 
climates, and vegetations are taught without maps, except the globe, and by 
means of lantern pictures and stereoscopic views. Typical countries are 
selected—Norway, Switzerland. Greece, Egypt, the Congo Basin, &c. 
Observations are made of the shadows cast by the sun at midday through- 
out the year, for the purpose of suggesting the idea of varying altitude, and 
of direction. 
FORM II. 
Averace Acr, 105 Yrars. 
Two Lessons weekly. No homework. 
The World and its Peoples. 
(i) A few introductory lessons on the globe. 
(ii) A study of the peoples of the world following the historical sequence — 
of the unfolding of the various regions. 
