ON GEOGRAPHY TEACHING. 339 
During this study extensive use will be made of pictures, the electric lantern 
and stereoscopic views, as well as of stories of travel and discovery by sea 
and land. ‘The study will follow these lines :— 
(a) The fertile crescent of Egypt, Syria, and Mesopotamia, with their ancient 
civilisation, based on the flood plains and the winter rains, forms an excellent 
starting-point because of the wealth of ideas already learned from Biblical 
narratives. 
(6) Within the crescent nomad shepherds pastured their flocks or caravans, 
followed the age-long beaten track between the desert and the sown, while 
boatmen plied their trade on the waters of the Eastern Mediterranean. 
(c) Euro-Asia as a larger study of a similar kind—round the interior 
grass-lands of horsemen and herdmen of Central Asia are the fertile forest- 
fringe lands of the cultivators, 
(d) The riches of the East and West passed across the continent by the 
combined routes of sea and land until the European seamen searched the 
unknown ocean for a seaway to the East. 
(e) These new ocean routes brought the European to the homes of other 
peoples—the negroes of Africa, the Indians of America, the Eskimo and 
Samoyede of the cold North, and the poverty-stricken Blackfellow of Australia. 
(f) Some of these discovered lands became new homes for Europeans where 
wheat and meat and raw materials were obtained for Europe, which, with 
the discovery of coal, became the home of miners and manufacturers. 
(g) The world became a great market where Western Europe and Hastern 
North America sell their manufactured goods and buy food and raw materials. 
The study of human activity in each case is based on a simple geographical 
study of the region. 
Observations to be made at 9 a.m. throughout the year of the direction of 
the wind and of the character of the weather. The midday altitude of the sun 
measured in degrees (in conjunction with the geometry course to introduce the 
idea of degrees). 
FORM III. 
AVERAGE AGE, 11 YEARs. 
Two Lessons weekly. One homework (not exceeding half-hour) weekly. 
The British Isles—The descriptive geography of the regions of Britain 
along the following lines :— 
(a) The British seas. 
(6) The highlands of the North and West. 
(<) The English plain. 
(d) Seas, highland and plain as related features in the development of a 
national life. 
(e) Rural England. Agricultural life. The villages and the market centre. 
The regions of the English plain. 
(f) South-west England. 
(g) The hills and vales of Wales. 
(h) Moorland and Lakeland. 
(i) The industrial regions of England. 
(7) The Scottish Lowlands and Uplands. 
(k) The Scottish Highlands. 
(2) Ireland. 
(m) Communications of Britain. 
(n) Britain and the world. 
Bartholomew’s half-inch maps are used as wall-maps to introduce the idea 
of map-reading. Now that Highlands and Lowlands are conceived as areas, 
‘the pupils are introduced to simple studies of contour lines. Contour lines are 
constructed and sections are drawn. For this work visits are paid to a con- 
venient local prominence, and each boy is provided with 1-in. and 6-in. map 
of the district. Many exercises in reading this map are set and worked, and in 
this part of the work the help of the teacher of practical mathematics is enlisted. 
Daily observations are made of maximum and minimum temperatures and 
